Dissertations / Theses on the topic 'Memories as embodied experiences'
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Veloz, Franco. "Embodied narratives : Embodied experiences as a call for action." Thesis, Stockholms konstnärliga högskola, Institutionen för film och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-750.
Full textGomez, Nancy Regina. "Quechua Women's Embodied Memories of Political Violence in Peru (1980s-1992):The Female Body Communicates Memories." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1437645477.
Full textAlmeida, Ana Paula Ramos da Rocha. "Embodied musical experiences in early childhood." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21039.
Full textMertena, Ilze. "Tourists' embodied transport experiences of travelling by train." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/617320/.
Full textPetronić, G. "Comparing memories of unusual or anomalous experiences viewed as psychotic experiences with those memories deemed to be culturally acceptable." Thesis, University of East London, 2005. http://roar.uel.ac.uk/3797/.
Full textMackay, Michael Mark. "Meaning-making in memories a comparison of autobiographical memories of death and low point experiences /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022390.
Full textVelamazan, Mariano. "Designing playful learning experiences : Exploring embodied mathematics through electronic music." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124025.
Full textPedagogical Interactive Math Visualizations
Horvat, Hargita. "To Menstruate In Peace : Embodied experiences of menstruation during migration." Thesis, Linköpings universitet, REMESO - Institutet för forskning om migration, etnicitet och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149445.
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Eisenberg, Sebastian A. "Investigations of processes and embodied experiences of compassion in psychotherapy." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/809404/.
Full textHolmes, Diane. "Older people : visibility and embodied experiences : spiritualities for a changing context." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/older-people-visibility-and-embodied-experiences-spiritualities-for-a-changing-context(17d020f9-249c-4b05-a080-cbca14898cf8).html.
Full textZdrali, Mihaela. "Counselling psychologists' embodied experiences in their clinical work : a qualitative investigation." Thesis, University of Roehampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606280.
Full textHu, C.-yu. "Embodied memories and enacted ritual materials : processing the past in making and remaking Saisiyat identity in Taiwan." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445643/.
Full textDrummond, Jennifer. "Intersecting and embodied identities: a queer woman's experiences of disability and sexuality." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97118.
Full textLa présente étude se penche sur la façon dont la sexualité et l'identité s'entrecroisent et sont intimement vécues et comprises par une lesbienne présentant un handicap physique. À travers un compte rendu des moments clés et des tournants du vécu de la participante, cette étude examine de quelle façon le croisement des identités détermine et est déterminé par le contexte, l'expérience et l'intériorisation des concepts d'infirmité, de sexualité et d'identité à travers un corps à la fois malléable et récalcitrant.Le récit de la participante fournit une riche description de ses expériences en tant que marginale ayant été amenée à endosser de multiples identités et à incarner différents rôles en société. À la croisée des chemins de ses identités gay et handicapée -qui se recoupent et se séparent- ressortent des conclusions significatives dans l'optique d'une compréhension plus profonde de la façon dont les identités sexuelle, gay et handicapée interagissent pour donner lieu à une expérience intime unique des notions de santé, d'autonomie et de résilience au quotidien.La participante dépeint comment les notions de douleur, de perceptible et d'imperceptible ainsi que les transformations imposées à son corps par son handicap l'ont menée à une meilleure compréhension de sa propre identité en tant que lesbienne et handicapée. Sa force de caractère et sa capacité d'adaptation furent des tuteurs de résilience importants, tout particulièrement en ce qui concerne les nombreuses interactions avec le système de santé et ses différents acteurs ainsi que dans la vie communautaire en général. Elle affirme y avoir trouvé le soutien nécessaire pour combattre l'hégémonie et les préjugés liés à l'orientation sexuelle et lutter contre la discrimination subséquente à ceux-ci. Le soutien des pairs, l'acquisition de connaissances, l'expérimentation et la créativité dont elle a su faire preuve pour reprendre possession de ce corps indocile sont autant de facteurs lui ayant permis de rester forte et courageuse tout au long des épreuves.Cette étude fournit des pistes intéressantes pour la recherche future, ainsi que des recommandations utiles à la pratique du travail social, à l'application des politiques sociales et au développement de ressources destinées aux personnes handicapées.
Pace, Balzan Ninette. "Reading as participating : a study of embodied experiences of reading and writing." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7930/.
Full textScherini, Rebecca. "Embodied immersive experiences: A path to facilitating connection to non-human nature." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88580.
Full textWahl, Markus. "Treatments of the past : medical memories and experiences in Postwar East Germany." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/62462/.
Full textMcNiven, Abigail. "(Re)collections : engaging feminist geography with embodied and relational experiences of pregnancy losses." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10786/.
Full textWiseman, Phillippa Janet Grace. "Reconciling the 'private' and 'public' : disabled young people's experiences of everyday embodied citizenship." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5479/.
Full textSidorenko, Alisa. "Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754.
Full textMiller, Emma Frances. "Exploring intrusive experiences in older people across the spectrum of worry." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/26022.
Full textMayer, Sharon J. "Towards a relational understanding of embodied therapeutic relationships : a qualitative study of body-focused practitioners' experiences." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25656/.
Full textMohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.
Full textWeber, Benjamin. "Positive memories? A narrative analysis about positive experiences during a war childhood in Sarajevo under siege." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23507.
Full textSalinas, Barrios Ivan Eduardo. "Embodied experiences for science learning| A cognitive linguistics exploration of middle school students' language in learning about water." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634266.
Full textI investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.
del, Busso Lilliana. "Being-in-Motion: movement, femininity and space in young women's narratives of their embodied experiences in everyday life." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503691.
Full textGaynor, Danielle. "First time mothers : exploring the relationship between shame memories, and the experiences of shame, compassion and motherhood." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5382/.
Full textLarsen, Esben Enghave. "Familiar Flavors : Sensorial Experiences of Familiarity and Transnational Food Practices Amongst International Students." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169399.
Full textSherlock, Alexandra. ""This is not a shoe" : an exploration of the co-constitutive relationship between representations and embodied experiences of shoes." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17076/.
Full textMORENO, RODRIGO RUAN MERAT. "TEACHERS MEN IN EARLY CHILDHOOD EDUCATION IN THE MUNICIPALITY OF RIO DE JANEIRO: VOICES, EXPERIENCES, MEMORIES AND STORIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31131@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A presente investigação de mestrado tem como objetivo conhecer e compreender como as trajetórias de vida fizeram com que os homens escolhessem o ofício da docência relacionada à Educação Infantil, além de analisar o processo de inserção e permanência no cotidiano com as crianças e perceber como a memória e as experiências contribuíram para o desenvolvimento da identidade profissional desses docentes. Como cenário, temos a Rede Municipal de Educação Carioca, que é considerada a maior Rede da América Latina e que teve como marco a classificação e convocação de docentes do sexo masculino nos concursos específico para a Educação Infantil nos anos de 2010 e 2012. Tal pesquisa possui um caráter qualitativo e utilizou a metodologia das Histórias de Vida atreladas às entrevistas, como meio de obtenção de dados que respondessem as diferentes questões que permearam o estudo. No decorrer da investigação foi desenvolvido um mapeamento dos Professores Homens que atuam na Educação Infantil olhando diferentes perspectivas: Nacional, Regional, do Município do Rio de Janeiro e suas Coordenadorias Regionais de Educação (CREs). Foram entrevistados 15 homens de diferentes CREs tratando de diferentes assuntos, dentre eles: Formação, Escolha da Profissão, Cotidiano na Educação Infantil, Gênero, Masculinidades, Identidade Docente, dentre outros. Salienta-se que não traremos um caráter de denúncia, como utilizado em muitos estudos encontrados, mas consideraremos diferentes eventos como aspectos relevantes na constituição da identidade docente e pessoal. Temos como marco teórico os estudos de Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), dentre outros.
The present research aims to know and understand how the life trajectories have made men choose the teaching profession related to Early Childhood Education, besides analyzing the process of insertion and permanence in the daily life with the children and to perceive how the memory and the experiences contributed to the development of the professional identity of these teachers. As a scenario, we have the Carioca Municipal Education Network, which is considered the largest Network in Latin America and had as a landmark the classification and convocation of male teachers in specific competitions for Early Childhood Education in the years 2010 and 2012. Such research has a qualitative character and used the methodology of Life Stories linked to the interviews, as a means of obtaining data that answered the different questions that permeated the study. In the course of the investigation, a mapping of the Teachers Men who work in Early Childhood Education was developed, looking at different perspectives: National, Regional, Municipality of Rio de Janeiro and its Regional Education Coordinations (CREs). Fifteen men from different CREs were interviewed, dealing with different subjects, among them: Formation, Choice of Profession, Daily Life in Childhood Education, Gender, Masculinities, Teaching Identity, among others. It should be pointed out that we will not have a denunciation character, as used in many studies, but we will consider different events as relevant aspects in the constitution of the teaching and personal identity. We have as theoretical framework the studies of Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), among others.
Eist, Katharina. "Fragmented histories and belonging : intergenerational memories and experiences of Germans from the former Soviet Union in contemporary Germany." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/24706/.
Full textChisin, Alettia Vorster. "Moments, memories, meanings: a narrative documentary lives experience in social design education." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1335.
Full textThe aim of the research is to explore design education and designing as social practice; working with and for others to inform a more sustainable and meaningful future. Ways in which the lived experience of participants in the discipline of design, in the culturally diverse university and community contexts can be harnessed for social benefit, are interrogated. Themes are explored around the value of different world views and forms of knowing in design education to inform design research, in order to extend the knowledge paradigm to include lived experience not only as site of knowledge formation, but also of wisdom acquisition. The thesis presents an amalgamation of professional practice, creative practice and narrative set in qualitative research methods appropriate to the designer and artist who desire to work with lived experience in the academic context. Lived experience informs all we do and each educational event and encounter ought to be appraised and responded to in a contextually sensitive way. An important aspect flowing from this amalgamation is the recognition and analysis of the coexisting relationships of the roles inhering in the educator and the student. In order to immerse oneself in research and teaching, all aspects of the process have to be lived and filtered through the senses. This implies resisting abstractions by grounding research, teaching, design and making in the experience of the moment. The original contribution of this research then, is the synthesis of design, art and narrative writing that accompanied in a parallel line, the academic writing process to culminate in this design folio — a testament to grounding the research project in practice. Pedagogical approaches and lived experience embodied as recontextualised expressions in design teaching, supervision and creative practice, are presented in the folio. The boundaries of qualitative methods were tested with narrative and life writing, autoethnography, poetry, studio observations, extensive journalling, drawing, photography and printmaking processes. The results showed that a phenomenology of the senses in creative work, and locating the designer in her or his biography, is where original and imaginative design resides. Social and cultural aspects are some of the foundation stones of design education and ought to be informants of the creative process until the finish. Furthermore, authentic openness is required in supervision and teaching to facilitate deep listening, interpretation, intuition and “in-seeing” in educational encounters. Finally, being an active creative practitioner in design teaching is as important if not more important than content knowledge in that discipline, since the active practitioner “becomes” the Other through the collective dimension of design work.
Hess, Regina Ursula. "Women's lives in the U.S.-Mexico borderlands and their experiences with the 'capacitar practices' for transforming trauma : an embodied enquiry." Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20690/.
Full textDolan, Megan. "The Effect of Trauma Experiences and PTSD Severity on Positive Memory Recall and Memory Phenomenology." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505173/.
Full textParkinson, Camillus-Anthony. "'Caritative wisdom' : the sacramental presence of the nurse : a metaphorical tapestry capturing the spirit embodied in practice - an ontology of nurses' meaningful experiences /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09php2475.pdf.
Full textMcCarthy, Elsa Julie. "A body-changing event? : exploring first-time mothers' embodied experiences in the post-natal period : a hermeneutic-phenomenological study (within a small island community)." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21265/.
Full textNilsson, Folke Jenny. "Lived transitions : experiences of learning and inclusion among newly arrived students." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136353.
Full textAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
Schaper, Marie-Monique. "Co-design strategies with children in full-body interaction for situated non-formal learning experiences." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/665482.
Full textAquesta tesi es centra en aconseguir un millor codisseny entre nens i experts (professors, conservadors de museus, pedagogs, etc.) per al desenvolupament d’entorns d'aprenentatge basats en la interacció de cos sencer. D'una banda, s'ha estudiat com millorar el disseny d’interacció de cos sencer en instal·lacions interactives a espais públics per a nens. D'altra, s'ha analitzat com obtenir una millor participació dels codissenyadors durant el procés de disseny, amb la finalitat d’incloure la seva veu i la seva visió en les experiències interactives. Amb aquest propòsit, la tesis es basa concretament en experiències interactives en entorns d'aprenentatge no formal (com ara museus, patrimonis culturals i teatres), els quals es caracteritzen per la seva estreta relació amb el comportament humà durant l'experiència compartida, així com amb les seves accions i actituds envers els continguts socioculturals, els quals són de vital importancia per a la societat. Diversos investigadors han suggerit el potencial de la interacció de cos sencer per a donar suport a l'experiència compartida a espais públics. No obstant, els mètodes per dissenyar amb i per al cos en aquesta àrea de recerca encara no han sigut explorats. Per abordar aquest repte, aquesta tesi presenta el disseny i anàlisi de tres experiències interactives de cos sencer, on l'objectiu principal és investigar tècniques que promoguin una consciència corporizada (embodied awareness) en els nens, i que es centrin en la seva experiència amb el moviment, el joc i la socialització. En aquest context, aquesta tesi proposa un conjunt de qualitats del procés creatiu corporitzat (Embodied Design Thinking) per tal d’entendre els avantatges i limitacions d'utilitzar tècniques de disseny d’interacció de cos sencer amb nens. D’altra banda, els resultats d'aquesta recerca condueixen a la definició d'un mètode de codisseny preliminar d'interacció de cos sencer (Full-Body Interaction, FUBImethod). Aquest mètode comporta un conjunt de passos clarament definits per ajudar als dissenyadors d'interacció a guiar els equips intergeneracionals de nens i nenes, i així entendre i fomentar el paper del cos en una experiència d'interacció amb cos sencer. Aquest mètode resumeix els resultats principals d'aquesta investigació i representa una pauta per a les estratègies de disseny i avaluació en aquest context de recerca.
Lutovac, S. (Sonja). "From memories of the past to anticipations of the future:pre-service elementary teachers’ mathematical identity work." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205540.
Full textTiivistelmä Tutkimuksessa tarkasteltiin matemaattista identiteettityötä suomalaisten ja slovenialaisten luokanopettajaopiskelijoiden kokemusten kautta. Opiskelijoiden mukaan heillä oli ollut omana kouluaikanaan kielteisiä matematiikan opintoihin liittyviä kokemuksia, joilla osoitettiin olevan negatiivisia vaikutuksia opiskelijoiden matemaattisiin identiteetteihin. Koska tutkimuksessa korostuu identiteetin tulevaisuusaspekti, tarkastelun kohteina olivat opiskelijoiden tulevaisuuteen liittyvät toiveet ja odotukset. Tutkimuksessa sovellettiin narratiivisen identiteetin (Ricoeur, 1992) ja mahdollisten minuuksien (Markus & Nurius, 1989) käsitteitä matematiikan opetuksen kontekstissa. Identiteetin ymmärtämisen psyko-sosiaalisena ilmiönä mahdollisti narratiivinen näkökulma. Erityinen huomio kohdistettiin siihen, millainen merkitys kasvatuksellisilla konteksteilla on luokanopettajaopiskelijoiden matemaattisessa identiteettityössä. Tutkimusmetodologiana käytettiin narratiivista tutkimusta. Opiskelijat kertoivat syvähaastatteluissa matematiikkaan liittyvistä kokemuksistaan. Nämä narratiivit analysoitiin holistisesti ja kategorisesti ottaen huomioon myös niiden sisältö ja muoto. Tuloksista ilmenee merkittävää samankaltaisuutta luokanopettajaopiskelijoiden omaan kouluaikaan liittyvissä muistoissa. Monet esimerkiksi kuvailivat itsensä uhreiksi. Myös tulevaan matematiikan opetukseen liittyvät ennakko-odotukset olivat värittyneet opettajaopiskelijoiden omaan kouluaikaan liittyvien haasteellisten kokemusten kautta. Yllättävä tulos oli se, että suomalaisten ja slovenialaisten opiskelijoiden luokanopettajakoulutuksen aikainen identiteettityö erosi huomattavasti toisistaan. Erojen pääsyynä ovat nähtävästi erilaiset painotukset ja käytänteet opettajankoulutuksen matematiikan pedagogisissa opinnoissa. Tutkimus osoittaa, että identiteettityötä voidaan pyrkiä edistämään opettajankoulutuksen aikana. Prosessin aloittamiseksi olisi tärkeää kohdentaa huomio opettajaopiskelijoiden elämäkerrallisiin konteksteihin soveltamalla narratiivisia pedagogisia työkaluja. Sillä että omaan kouluaikaan liittyviä kokemuksia ei oteta huomioon, voi olla kielteisiä heijastuksia opettajaopiskelijoiden tulevaan matematiikan opetukseen. Tutkimuksen mukaan identiteetti on syytä ottaa avoimesti tarkasteluun opettajankoulutuksen aikana. Tutkimuksen teorian kannalta merkittävä anti on termin matemaattinen identiteettityö käsitteellistäminen
Mora, Guiard Joan. "Full-body interaction and autism : design, development and evaluation of experiences as tools for intervention on motivation and social initiation for ASD children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395173.
Full textAquesta tesis es focalitza en el disseny, desenvolupament i avaluació d'una sèrie d'experiències d'interacció a cos sencer com a eines d'intervenció en motivació i inicialització social en nens amb Autisme. El Trastorn de l'Espectre Autista es caracteritza per dificultats en la socialització i comunicació. Per tant, és necessari de proveir eines de suport per a motivar l'aprenentatge i ús de conductes socials. Hem desenvolupat tres sistemes per a explorar les característiques i limitacions dels mitjans d'interacció a cos sencer per al desenvolupament d'aquestes eines. Aquesta tesis analitza les característiques de les tecnologies d'interacció a cos sencer a través de focalitzar-se en diferents configuracions físiques, i diferents aproximacions de disseny d'interacció. Hem focalitzat la nostra investigació en la motivació, a través del compromís i actituds exploradores, i actituds socials, a través d'encoratjar la iniciació social i la col·laboració en entorns multi usuari. Aquesta tesis és un primer pas en el disseny de sistemes d'interacció a cos sencer per a promoure la motivació i conductes socials.
Gonçalves, Marcela Elias Santos. "Memórias autobiográficas e cartas de Claire Lange: uma análise fenomenológica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/59/59142/tde-21102018-152458/.
Full textThis research refers to autobiographical documents (letters and memories) about immigration experiences, written by Claire Reuge Lange. Claire arrived in Brazil in August 1887. While she lived here, she wrote many letters to her adoptive parents, who stayed in Germany. Claire Reuge Langes memories are about the Brüderthals colony settling in the city of Joinville, Santa Catari-na. The main objective of this research is the studying of the 13 letters written by Claire and her memories, in which we sought to analyze the impacts of the changes of context, lived by the author. In order to achieve it, we performed an analysis of her living experiences portrayed on her letters, taking into ac-count the psychological function of the epistolary correspondence as immi-grant bound with their original world and past. We focused on the authors psychological dynamics and living experiences based on the text The For-eigner (2010) by Alfred Schutz, and also on the phenomenology by Edmund Husserl and Edith Stein. On Claires stories, perceptive, affective, temporality and faith-spiritual living experiences were found, according to the categories of the analysis over The Foreigner by Schutz. Concerning these categories, we evidenced three groups of experiences: the first living experiences as a new-comer; the crisis: the living experiences of trust shock over the habitual think-ing and the tools of the crisis overcoming arising the spiritual experience as a resource to overcome it. It is concluded through the possibility of overcom-ing the crisis through the sharing of the living experiences with the otherness, which occurs on the letters or memories, either from the social relations rep-resented by the receivers of these letters, or the divine transcending dimen-sion.
Berenhaus, Molly. "'Like a sound of a page being turned in a book' : an exploration of the embodied strategies and subjective experiences that contribute to successful reading comprehension in both children and adults." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73555/.
Full textOkafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.
Full textScott-Felder, Jessica. "I Remember." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/43.
Full textViktorsson, Blom Linnéa. "“It could just as well be my body” : A posthumanist and phenomenological study of the becomings of an embodied female subject and her experiences of fitting and misfitting in relation to cosmetic body modifications." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107044.
Full textBorges, Silvania Maria Sandoval. "OS TAPUIO DO CARRETÃO/GO: UMA REFLEXÃO SOBRE SUA HISTÓRIA E A EDUCAÇÃO ESCOLAR - MEMÓRIAS E EXPERIÊNCIAS." Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/1102.
Full textThe objective of this research is the history and scholar education of Tapuio from Carretão- GO settlement, which aims, reflect the history of Tapuio and the scholar education given to them at the Carretão settlement. Tapuio are the result of the settlement process during the colonization of Brazil, at the XVII and XIX centuries. Were confined in the "Carretão" settlement village or, Pedro III, indigenous of Xavante, Javaé, Kayapó and Xerente, ethnicities, whose Tapuios are descendants, ie, of the mixture of these ethnicities, blacks and whites. In the late 1970, the Tapuios ressurge and reclaim to the National Indian Foundation (FUNAI), the indigenous official bureau, the (re) cognition of their indigenous identity and rights as indians.Since the beginning of colonization and until recently, the history of scholar indigenous education in Brazil, brought on its process, programs aimed to "integration" and "assimilation" of indigenous people. In the process of ethnic recognition and landing demarcation, the scholar indigenous education began to play an important role for the Tapuio people. The oral narratives of Tapuio, granted initially to Lazarin, who has been witness of this history, and to the authors who have researched about this group, were important sources for the construction of history and (re) cognition of this group, as indigenous people.Thus, it was from this work and the narratives designed on it, that was possible to perform this research, learn and reflect about the Tapuios history, education and the project of school built by them. The name Tapuio , has been given to them by the local inhabitants, who somehow, recognized them as Indians, however, in relation to the name, it is noticed in some narratives a necessity of (re)affirm this name. The Tapuio had their land and identity recognized, after claims to Funai, and the surveys held by it. Futhermore, it was from these surveys and the studies made from them, that the history of this group has been (re)build, by its narratives and testimonies. The achievement of a school in this differentiated and specific village, was the means used by this group, to continue the process of (re) construction and strengthen its identity. Therefore, it was by the conquest of land and ethnic recognition that they could reclaim the right to education in the village.
O objeto desta pesquisa é a história e a educação escolar do povo Tapuio da aldeia Carretão GO, a qual tem como objetivo refletir a história dos Tapuio e a Educação Escolar ofertada a eles na aldeia Carretão. Os Tapuio são resultados do processo de aldeamento no período da colonização do Brasil, séculos XVIII e XIX. Foram confinados no aldeamento Carretão ou Pedro III, indígenas das etnias Xavante, Javaé, Karajá, Kayapó e Xerente, dos quais os Tapuio são descendentes, ou seja, da mistura destas etnias, negros e brancos. No fim da década de 1970, os Tapuio ressurgem e reivindicam à Fundação Nacional do Índio (Funai) órgão indigenista oficial, o (re)conhecimento da identidade indígena e os seus direitos como índios. Desde o início da colonização, e até pouco tempo, a história da educação escolar indígena no Brasil, trazia em seus processos programas voltados à integração e à assimilação dos povos indígenas. No processo de reconhecimento étnico e demarcação das terras, a educação escolar indígena passou a ter um papel importante para o povo Tapuio; no início da década de 1980, reivindicaram uma educação escolar que valorizasse a realidade do povo, voltada para os Tapuio. As narrativas orais dos Tapuio concedidas inicialmente a Lazarin, que foi testemunha dessa história e aos autores que pesquisaram sobre esse grupo, foram fontes importantes para a (re)construção da história e para o (re)conhecimento desse grupo como povo indígena. Desse modo, foi a partir desses trabalhos e das narrativas neles concebidas, que foi possível realizar a presente pesquisa, refletir sobre a história dos Tapuio, da educação e do projeto de escola construído por eles. Dessa forma, as condições enfrentadas pelo povo Tapuio suscitaram alguns questionamentos quanto à sua história e a educação escolar para os indígenas da aldeia Carretão como: a luta pela terra e pela identidade indígena contribuíram para a produção de um projeto escolar diferenciado? O projeto da escola inclui os problemas e as especificidades que envolvem o ser Tapuio? Estes questionamentos levantados foram importantes para o direcionamento da pesquisa e, dessa forma, compreender qual o papel da educação escolar e suas contribuições para a escola apresentados na Aldeia Carretão. O nome Tapuio foi dado a eles pelos regionais que, de certo modo, os reconheciam como índios, porém, em relação a esse nome, percebe-se em suas narrativas uma necessidade de (re)afirmarem esse nome. Os Tapuios tiveram a sua terra e a sua identidade reconhecidas, após as reivindicações junto à Funai e os levantamentos realizados por ela. Além disso, foi a partir desses levantamentos e dos estudos realizados que a história desse grupo foi (re)construída, por meio de suas narrativas e de seus testemunhos. A conquista de uma escola na aldeia especifica e diferenciada foi o meio usado por esse grupo, para dar continuidade ao processo de (re)construção da história e de fortalecimento de sua identidade. Foi, portanto, a partir da reconquista pela terra e do reconhecimento étnico que eles puderam reivindicar o direito à educação na aldeia.
Ambroise, Corinne. "Étude du développement professionnel des enseignants-débutants par le biais des souvenirs de leurs premières expériences et de leurs croyances d’efficacité." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20020/document.
Full textThe professional development of novice teachers is studied through the memories of their first professional experiences and dynamics of relations established between these memories and self-efficacy beliefs. These beliefs are grasped by measuring self-efficacy, more precisely, a scale was constructed and validated in the field of education.Two goals are pursued. The first one seeks to reveal the characteristics of the memories of the first professional experiences of student teachers at the beginning of their initial training. This is to collect and study the memories of professional experiences during the early stages and perceive whether a relationship is established between these memories and feelings of self-efficacy on the professional field. The second objective is to explore further the relationship between the self-efficacy and the qualitative and quantitative characteristics of the first professional memories by trying to understand the dynamics.The analysis of the data collected during five studies highlighted some invariant features concerning memories. These are accurate, positive and mainly concern experiences related to the implementation of teaching sessions and relationship management. Moreover, the memories would participate in the construction of efficacy beliefs and these in return would affect the storing of professional experience. These sociocognitive underlying mechanisms seem to contribute to the professional development, particularly in the professional identity of novice teachers
Costa, Filipe de Oliveira. "Ellus Desfila São Paulo : comunicação, consumo e memória na cidade-mídia." Escola Superior de Propaganda e Marketing, 2017. http://tede2.espm.br/handle/tede/238.
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This research has as its theme the fashion shows as communicational ambiences, consumption of memories, experiences and also spaces of performances. The theoretical object is related to the uses of places of memories of the city of São Paulo as a way of intensifying the communicative strategies for the consumption of the institutional discourse of the brand that circulates in each parade. The empirical objects are the Ellus brand parade, namely: Winter 2008, Summer 2012, Winter 2013, Winter 2014 and Winter 2016. The question that guided the research presupposes that fashion shows are already consecrated advertising strategies as a way of publicizing brand. But for this research these parades also behave as a process that communicates the city and its places of memory (spaces and characters) through the performance that the parade itself performs. We seek to investigate whether the parades so understood convert the memories into a strategy for the symbolic consumption of Ellus' institutional discourse, which translates as sophisticated, urban and transgressive. The general objective is to identify and analyze how Ellus brand fashion shows that use the city and its memories (spaces and characters) communicate and convert memory into a strategy for the symbolic consumption of the brand's institutional discourse. The specific objectives are: to recognize the strategies of the production of the symbolic consumption of the values enunciated in the narrative of the advertising brand Ellus by means of the analysis of the selected parades (Winter 2008, Summer 2012, Winter 2013, Winter 2014, Winter 2016); to identify the places of memory of the city of São Paulo, its characters and the game that is established between the representations of memory and its characters presented in the selected parades; to analyze the parade as performance (gesture, body, soundtrack and the circumstances of its accomplishment, like time and space). The theoretical reference includes authors such as Maria Aparecida Baccega, Everardo Rocha, Don Slater, Ana Paula de Miranda, Mary Douglas, Baron Isherwood, Claudia Pereira, Andreas Huyssen, Michel Pollak, Pierre Nora, Monica Nunes, Iuri Lotman, Paul Zumthor, among others contribute to the discussions. As methodological procedures are carried out bibliographical research in authors of the semiotics of culture, memory, consumption and fashion, and documentary research in videos of the parades and institutional of Ellus and graphic pieces of advertising campaigns of the brand. In addition, we refer in speeches of journalists specialized in fashion news, who were relevant allied to some theoretical aspects. The research corpus includes the analysis of photographic images and frames of the parades (urban spaces, clothes, gestures, soundtracks, temporal marking and construction of the elements that mark the spaces of the parades like scenography, lighting). The results indicate that there are strategies to provide the symbolic consumption of the memories of the locations of the parades in a way that will result in the loyalty of brand clients and symbolic consumers of the repositioned memories not only of the city of São Paulo but also of large urban spaces according to the urban, transgressive and sophisticated institutional discourse of Ellus.
Esta pesquisa tem como tema os desfiles de moda como ambiências comunicacionais, de consumo de memórias, de experiências e também de espaços de performances. O objeto teórico é relativo aos usos de lugares de memórias da cidade de São Paulo como forma de intensificar as estratégias comunicativas para o consumo do discurso institucional da marca que circula em cada desfile. Os objetos empíricos são o desfile da marca Ellus, a saber: Inverno 2008, Verão 2012, Inverno 2013, Inverno 2014 e Inverno 2016. A questão que norteou a pesquisa pressupõe que os desfiles de moda são estratégias publicitárias já consagradas como forma de divulgação de marca. Mas, para esta pesquisa estes desfiles também se comportam como um processo que comunica a cidade e seus lugares de memória (os espaços e os personagens) por meio da performance que o próprio desfile realiza. Buscamos investigar se os desfiles assim compreendidos convertem as memórias em estratégia para o consumo simbólico do discurso institucional da Ellus, que se traduz como sofisticada, urbana e transgressora. O objetivo geral é identificar e analisar de que forma os desfiles de moda da marca Ellus que utilizam a cidade e suas memórias (os espaços e os personagens) comunicam e convertem a memória em estratégia para o consumo simbólico do discurso institucional da marca. Os objetivos específicos são: reconhecer as estratégias da produção do consumo simbólico dos valores enunciados na narrativa da marca publicitária Ellus por meio da análise dos desfiles selecionados (Inverno 2008, Verão 2012, Inverno 2013, Inverno 2014, Inverno 2016); identificar os lugares de memória da cidade de São Paulo, seus personagens e o jogo que se estabelece entre as representações da memória e seus personagens apresentados nos desfiles selecionados; analisar o desfile como performance (gesto, corpo, trilha sonora e as circunstâncias de sua realização, como o tempo e o espaço). O referencial teórico inclui autores como Maria Aparecida Baccega, Everardo Rocha, Don Slater, Ana Paula de Miranda, Mary Douglas, Baron Isherwood, Cláudia Pereira, Andreas Huyssen, Michel Pollak, Pierre Nora, Mônica Nunes, Iuri Lotman, Paul Zumthor, entre outros que contribuem para as discussões. Como procedimentos metodológicos são realizadas pesquisas bibliográficas em autores da semiótica da cultura, memória, consumo e moda, e pesquisa documental em vídeos dos desfiles e institucional da Ellus e peças gráficas de campanhas publicitárias da marca. Além disso, nos referenciamos em falas de jornalistas especializados em notícias de moda, que foram relevantes aliadas a alguns aspectos teóricos. O corpus da pesquisa inclui a análise a partir de imagens fotográficas e frames dos desfiles (espaços urbanos, roupas, gestos, trilhas sonoras, marcação temporal e construção dos elementos que marcam os espaços dos desfiles como cenografia, iluminação). Os resultados indicam que há estratégias para proporcionar o consumo simbólico das memórias das locações dos desfiles de forma que resultem na fidelização dos clientes da marca e consumidores simbólicos das memórias ressignificadas não apenas da cidade de São Paulo, como também de grandes espaços urbanos de acordo com o discurso institucional de urbana, transgressora e sofisticada da Ellus.
Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.
Full textKlüft, Izabella. "Sexual Healing : Upplevelser av läkande sexuella möten efter negativa sexuella erfarenheter." Thesis, Malmö universitet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45878.
Full textThe study examines the phenomenon: experiences of healing sexual encounters after negative sexual ordeals. The purpose is to investigate how people with previous negative sexual experiences can experience sexual encounters with others as healing and how it can promote sexual health. The focus is on how sexual encounters with others can be experienced, described and understood as healing. An underlying purpose is to convey hope to those who may have lost hope of enjoyable sexual encounters with others. Knowledge about this may also contribute to the development of health-promoting work regarding sexual health in people with negative sexual experiences. Interpretative Phenomenological Analysis was used as a qualitative method and five interviews with people who experienced healing sexual encounters were conducted. All of them identified as women of which three as bisexual, one as heterosexual and one as heterosexual but attracted to humans. Theories to understand the phenomenon were Existential Perspective, Social Baseline Theory and Theories of reshaping body memories. Previous relevant research was within areas of Sexual Healing After Trauma, Social Pain and Healing and Other Paths to Experiences of Healing Sexual Encounters. The main themes that emerged was No pressure! - the first step to healing, From no desire to desire, Experiences of healing sexual encounters and The difference between then and now. In summary the interviewees reported that they were able to heal from previous negative sexual experiences with the help of sexual encounters with others. Through trusting relationships, they dared to take on sexual challenges that promoted their sexual health and ability to enjoy sex. In the sexual encounters, the other helped them to regulate and deal with the emotions that arose. They could then reshape negative body memories in a deeply contradictory way and achieve experiences of healing. The conclusion is that more research on the phenomenon experiences of healing sexual encounters is needed. It is possible that what some have injured may require others to heal.
Teixeira, Lucas de Vasconcelos. "Consumo de memórias e experiências em cafés paulistanos cenas: culturais em torno do café Girondino e do Coffe Lab." Associação Escola Superior de Propaganda e Marketing, 2016. http://tede2.espm.br/handle/tede/85.
Full textThe theme of this academic research is the Cafés, as communicational environments of sociability and consumption of memories and experiences. Its theoretical object is the consumption of memories and experiences, spatialities and temporalities of Cafés in the city of São Paulo, while the empirical objects are Café Girondino and Coffee Lab, which allow us to observe a variety of cultural scenes involving the universe of coffee. The general objective of this study is to examine the phenomenon of cultural scenes in the city of São Paulo, originated from the consumption of memories and experiences in communicational spaces and sociability, as observed at the Cafés mentioned above. One of its specific objectives is to analyze to what extend Café Girondino, nowadays, operates as a space organized by communicative strategies, enabling to revisiting memories and histories that took place at the beginning of modernity in the city of São Paulo, mainly at the end of the XIX century and the beginning of the following century. In addition to that, to identify how Coffee Lab disseminates the culture of specialty coffees, counting on a pedagogy of consumption, and becomes an obligatory destination for coffee lovers. Furthermore, we aim to problematize similarities and differences involving these cultural scenes including here the consumption of memories and experiences in these two Cafés. The guiding issue is to understand how these cultural scenes rise and structure with the consumption of memories and experiences in these iconic Cafés in the city of São Paulo. The corpus of this study includes the physical spaces of both Cafés, their objects, interviews and courses. For a deeper investigation into these communicational environments, we employed the flânerie methodology, as proposed by McLaren (2000), grounded on bibliographical and documentary researches. Among the theoretical references, authors as Will Straw, Norval Baitello, Mary Douglas and Baron Isherwood, Walter Benjamin, Iúri Lótman, Maurice Halbwachs, Pierre Nora, Mike Featherstone, Mônica Nunes, Cláudia Pereira, Vander Casaqui, Ana Luiza Martins and Nicolau Sevcenko, not to mention other thinkers that have contributed to our discussions. The results show there is a media strategy in these spaces, and the symbolic meaning that brings reasoning and value to consumptions is the fruit of sociabilities that go beyond market studies, characterizing these cultural scenes as a symptomatic phenomenon.
Esta pesquisa tem como tema os Cafés como ambiências comunicacionais de sociabilidade e de consumo de memórias e experiências. O objeto teórico diz respeito ao consumo de memórias e experiências, de espacialidades e temporalidades em cafeterias paulistanas, enquanto que os objetos empíricos são o Café Girondino e o Coffee Lab, que permitem observar variadas cenas culturais envolvendo o universo do café. O objetivo geral é examinar o fenômeno das cenas culturais paulistanas originadas do consumo de memórias e experiências em espaços comunicacionais e de sociabilidade, como nas referidas cafeterias. Os objetivos específicos são: analisar em que medida o atual Café Girondino opera como um espaço que se organiza através de estratégias comunicativas que proporcionam revisitar memórias e histórias do início da modernidade paulistana, mais precisamente do final do século XIX e início do seguinte; identificar as formas pelas quais o Coffee Lab dissemina a cultura dos cafés especiais por meio de uma pedagogia do consumo e se converte em destino obrigatório para os apreciadores da bebida; problematizar as semelhanças e diferenças entre as cenas culturais e também entre os consumos de memórias e experiências nas duas cafeterias. A questão que norteou a pesquisa pretende responder de que modo são constituídas as cenas culturais que se articulam em torno do consumo de memórias e experiências nestas cafeterias paulistanas icônicas. O corpus de pesquisa inclui os espaços físicos de ambas as cafeterias, seus objetos, entrevistas e cursos. Para melhor explorar estas ambiências comunicacionais, utilizamos a flânerie de McLaren (2000) como a metodologia aplicada, alicerçada por pesquisas bibliográfica e documental. O referencial teórico inclui autores como Will Straw, Norval Baitello, Mary Douglas e Baron Isherwood, Walter Benjamin, Iúri Lótman, Maurice Halbwachs, Pierre Nora, Mike Featherstone, Mônica Nunes, Cláudia Pereira, Vander Casaqui, Ana Luiza Martins e Nicolau Sevcenko, entre outros pensadores que contribuem para as discussões. Os resultados indicam que há uma estratégia midiática de construção desses espaços ao mesmo tempo em que as apropriações que dão sentido e valor ao que é consumido são fruto de sociabilidades que ultrapassam o que é mercadologicamente planejado, sendo as cenas culturais seu fenômeno sintomático.